E-School Administration Systems

2011 ◽  
pp. 276-304
Author(s):  
Moh’d A. Radaideh ◽  
Sharaf S. Horani ◽  
Harmain M. Harmain
Keyword(s):  
Learning Styles ◽  
Performance Assessment ◽  
School Administration ◽  
Assessment System ◽  
Traditional School ◽  
The Past ◽  
Performance Assessment System ◽  
Time Planning ◽  
Home And School ◽  
Education Process

This chapter argues that traditional school administration systems should change and adopt more sophisticated electronic school administration systems. The past decade has seen several attempts to develop such systems. Some of these systems have found their way to the marketplace. However, these systems need to be scientifically studied and critically evaluated to improve their role in the education process. We present a survey of the widely available systems and describe their features and limitations. Our own e-School Administration System is also discussed. The main goal of our system is to bridge the gap between home and school. It comprises several modules such as a messaging center to overcome communication barriers; course system to adapt students’ learning styles; tools to handle notes, tutorials, assignments and quizzes; personal organizers to help users maximize their time planning; and a performance assessment system to help keep track of students’ grades. The implementation and evaluation of our system is presented and discussed, and some enhancements are proposed at the end of this chapter.

Development of an Online Performance Assessment System

2003 ◽  
Author(s):  
Hiroyasu Takase ◽  
Manabu Inagaki ◽  
Toshihide Noguchi
Keyword(s):  
Performance Assessment ◽  
Object Oriented ◽  
Assessment System ◽  
Online Environment ◽  
On Demand ◽  
The Past ◽  
Network Communities ◽  
Performance Assessment System ◽  
Safety Cases ◽  
Straightforward Approach

Performance assessment (PA), as a tool to support decisions associated with geological disposal, requires the facilitation of various views of stakeholders. A straightforward approach to this is for variety of people to actually try carrying out PA calculations to stimulate, test, and strengthen their arguments. In the past, however, they have been carried out only by a limited number of experts who share a similar discipline. This is due to a number of reasons, e.g., methodology of PA is difficult for a non-expert to follow, availability of resources necessary for PA is limited, and a single expert in a specific field cannot conduct an overall PA calculation because of multidisciplinary nature of PA. To tackle these issues, we developed a system on the World Wide Web that allows a wider spectrum of people to run PA codes and access associated databases on demand. Moreover they can build their own PA models in an object-oriented-online environment. With this system, independent and voluntary network communities can construct their own safety cases so that, collectively, a variety of views can be presented to support stakeholders in forming their opinion. In this paper, the methodology of the online performance assessment and configuration of the software system is presented with example applications.

Developments in the Rorschach Assessment of Disordered Thinking and Communication

2021 ◽  
Vol 42 (2) ◽  
pp. 265-280 ◽  
Author(s):  
James H. Kleiger ◽  
Joni L. Mihura
Keyword(s):  
Performance Assessment ◽  
Assessment System ◽  
Empirical Validity ◽  
Rorschach Performance Assessment System ◽  
Valuable Method ◽  
Performance Assessment System

Abstract. In its first 100 years, the Rorschach has been heralded as a valuable method for investigating disturbances in thought organization and reasoning. It has survived periods of intense scrutiny and criticism, as contemporary researchers continued to demonstrate the empirical validity of the Rorschach as a measure of disordered thinking ( Mihura et al., 2013 ). It is fitting to mark the centenary of Rorschach’s “experiment” by summarizing contemporary contributions of the Rorschach Performance Assessment System (R-PAS) and reviewing the empirical and conceptual bases for using the inkblots to assess disordered thinking and communication.

scholarly journals Enhanced Performance Assessment System (EPAS) for carbon sequestration.

2010 ◽  
Author(s):  
Yifeng Wang ◽  
Amy Cha-Tien Sun ◽  
Jerry A. McNeish ◽  
Thomas A. Dewers ◽  
Teklu Hadgu ◽  
...  
Keyword(s):  
Carbon Sequestration ◽  
Performance Assessment ◽  
Assessment System ◽  
Performance Assessment System

Artifacts of Expansive Learning in Designing a Web-Based Performance Assessment System

2010 ◽  
pp. 210-251
Author(s):  
Hanne Mawhinney
Keyword(s):  
Knowledge Management ◽  
Performance Assessment ◽  
Assessment System ◽  
Web Based ◽  
Institutional Dynamics ◽  
Expansive Learning ◽  
The World ◽  
Performance Assessment System ◽  
Scholarly Attention

Recent evidence of the adoption of technologically mediated systems of knowledge management as part of the trend to accountability in the Institutions of Higher Education around the world has been widely disseminated in World Bank and UNESCO reports, and the effects of assessment driven accountability on preparation programs extensively debated in scholarly communities. Less scholarly attention has been paid to the institutional effects of the technology enhanced performance assessment evidentiary demands on university programs undergoing review by national accrediting bodies. The lack of scholarly attention is addressed by presenting a case study examining the institutional dynamics of accreditation review experienced by faculty in one department that offered graduate programs leading to certification for education leaders. Drawing from institutional analysis (Scott, 2008a, 2008b) a conceptual framework is established in a discussion of conditions of enactment of the regulative, normative and cognitive facets of the institutional dynamics evident in the implementation ecology of accountability systems. The case study analysis outlines four phases of development of the essential elements of a web-based assessment system, and describes the questions raised by faculty about performance evidence, the assessment of that evidence, and the nature of measures of program outcome effectiveness. Classic theories of organizations fail to fully explain the concerns and questions that were raised by faculty. In contrast, Engeström’s (1999, 2001, 2008) theory of expansive learning grounded in Cultural Historical Activity Theory (CHAT) provides insights into faculty responses to questions raised by the criteria for program review established by the accrediting body. Artifacts of expansive learning evident in the development of a performance assessment system can be viewed as reflecting institutionalization of regulative, normative, and cognitive dimensions of the emergent evaluative state of leadership preparation around the world. Implications are suggested for understanding the development of information technology (IT) enhanced knowledge management systems (KMS).

Intelligent Performance Assessment System for Laparoscopic Surgical Box-Trainer

2018 ◽  
Author(s):  
Janos L. Grantner ◽  
Aous H. Kurdi ◽  
Mohammed Al-Gailani ◽  
Ikhlas Abdel-Qader ◽  
Robert G. Sawyer ◽  
...  
Keyword(s):  
Performance Assessment ◽  
Assessment System ◽  
Box Trainer ◽  
Performance Assessment System
Sign in / Sign up

Export Citation Format

Share Document